randy kulman - using popular video games to improve executive functions and sel skills
TRANSCRIPT
Using Popular Video Games to Improve Executive Functions and SEL Skills
Presented at Serious Games, July 2015
Randy Kulman, Ph.D. [email protected] Twitter @rkulman, @lw4k
Video Games and Learning
Play = Learning: Psychological perspectives from Piaget, Elkind, Brown, Gray, Singers
Play- Test and explore observations, learn about relationships, cooperation, frustrations, success (SEL)
Play- How kids learn about expressing selves, restraining impulses, taking perspectives, imitating, and creating
Play- learn to plan, think of the future, executive functions Digital play = learning: Gee, Squire, organizations such as
Serious Play, Games for Change and Health, University of Wisconsin
Video Games Make You Smarter-YouTube
https://www.youtube.com/watch?v=OOsqkQytHOs&list=PLvFsG9gYFxY9PskPZccLwy2IvMsphpEkq&index=4
Specific Games and Learning
Academics - Reading, math fluency, topical areas
Cognitive skills - Processing speed, attention abilities
Job-related skills - e.g., Laparoscopic surgery, military functions, leadership
Social-emotional functioning - Social skills
Executive functions - Working memory, cognitive flexibility, focusing
Research – Video Games have Positive Effects on Children.
Improve processing speed (Green and Bavelier, 2009)
Improve working memory (Klingberg et al., 2007) Increase pro-social behaviors (Gentile et al.,
2009) in children. Improve social involvement (Ferguson, 2010) Build brain regions Kühn and her colleagues
study of Super Mario Bros, Haier’s Tetris research Improve Brain Flexibility with StarCraft Rayman Raving Rabbids and Reading Fluency
Research on executive/thinking skills and positive effecs of video games
Increasing Proccessing Speed (Green and Bavelier 2009)
Improving Working Memory (Klinberg et al. 2007)
Increasing Pro-Social Behavior in Children (Gentile et al 2009)
Improving Social Involvment (Ferguson, 2010)
Building Brain Regions (Kuhn and colleagues study of Tetris)
Hyperlinks Continued…
Starcraft: Improves Brain Flexability (Glass et al. 2013)
Rayman Raving Rabbids: Improves Reading Fluency (Franceschini, Gori, 2013)
Research - negative impact of video games on children
Increasing levels of obesity with screen-based time, primarily television
Poor psychological adjustment in kids who play more than 3 hours per day - Pediatrics report
Violence and video games - Bushman data 7 hours 38 minutes per day of digital-media
time - ignoring other activities - Kaiser Foundation data
Video game addiction 3- 8% cited-DSM-V category internet gaming disorder
Social Emotional Learning
Definitions - Learning process to understand and manage emotions, set and achieve positive goals, and care and connect with others
Competencies - Self-awareness, social awareness, self-management, relationship skills, and responsible decision making
Importance in education, work, social relationships
Why it is important in the context of serious play How does it transfer from GBL to RWL (Real World
Learning)
SEL in Game Play
How it is observed in game play Specific SEL skills Self-awareness - Game requires one to examine
strengths and weaknesses Social awareness - Depend on one another to
succeed and advance Connect/relationship skills - Creation of clans, teams,
and guilds Manage emotions - Strategies to handle frustration,
promote optimism Decision making - How to use new items, powers,
tools, or situations
Executive Functions
Definitions - Brain-based self-management skills, neurobiological basis
EFs as the tool for higher human functioning, “cognitive command and control center of the brain”
The cognitive command and control systems of the brain.
The CEO of the brain The manager, organizer, and coordinator of internal
and external information. Capacities that enable independent, purposeful, goal-
directed behavior. Critical-thinking and self-regulatory skills
Executive Functions Continued
Task initiation Sustained attention Task persistence Response inhibition Affective regulation Time management Working Memory Organization
Executive Functions in Game Play
Planning- anticipating an enemy attack in a FPS
Working Memory- Recall a series of moves in battle
Flexibility- Change approach with new levels
Self- Awareness- learning from mistakes Self-Control- controlling frustration to
progress Organization- manage inventories and
supplies
Research on executive/thinking skills and video games LWK pilot research on differentiated instruction,
targeting areas of EF weakness with video games Combination of board and video games improve fluid
reasoning and processing speed (Mackey, 2011) Working memory video games improve WM, fluid
reasoning skills (Cogmed ) Intensity/duration Computer-based training improves executive attention
in preschoolers (Rueda, 2005) Video game-like math and reading programs improve
learning, reduces attention symptoms (Kulman) Games (non-video) increase cognitive load - teaching
tool by parents reduces ADHD signs in preschoolers (Halperin, 2012)
Study on games to improve working memory (Davis, 2011)
How Popular Games and Apps Improve Executive Functions
Practice – primarily with games with the skill is used repeatedly in order to achieve goals
Support, primarily apps where a skill is scaffold by the functionality
Mastery, primarily apps and games with built-in generalizability and practice
Minecraft
EF and SEL skills used Flexibility Organization Time management Planning/decision making Connect/relationship
Angry Birds Go
EF and SEL skills used Flexibility Focus Time management Working memory Manage emotions
IF…
EF and SEL skills used Self-awareness Self-control/ manage emotions Embedded skills within the game
Why use video games, apps, and digital technologies to improve Efs
Engaged kids Catch them with what they are already doing Willing practice Sustained attention and effort Uses skills (EFs)
that are crucial to 21st century success
Research support for games and learning
But Games are Not Enough!!!
The key to success is effective mediation (can be done in the game) teaching from the game
Teachers (including peers, parents, and embedded instruction) make the connection between game-based learning and real-world skills
Actual learning requires knowledge of the skill, an understanding of how and when to use it, and practice across many situations
How well do game-based skills transfer to the real world?
It is all about generalization! Games alone results in modest
improvements in real-world executive skills
Children with learning and attention problems have problems in generalizing strategies
Games as a teaching tool with mediators
The importance of generalization-Part 1
A definition - The ability to take something you’ve learned in one place and apply it in another place.
Why it is so important? - It is a key to making classroom (or home-based) learning into real-world learning.
Where does it help children? - Everywhere! Generalization insures that individuals can utilize
the skills they have learned in one environment in various settings, with other people, and with different materials
Generalization, motivation, metacognition and technology
Games are social, and learning occurs with others
Games foster communication amongst kids Games get special needs kids to participate Games get kids to think about what they
are doing Flow and engagement Attention, practice, and effort lead to
generalization
How to make GBL into RWL
The Sharp Brains model for brain training1. Train a specific brain-based skill2. Target area of weakness with specific tools/
tech3. Make games/ tools adaptive4. Insure intensity and duration5. Have long-term maintenance training6. Include generalization training
The LW4K Model
Integrate strategic teaching principles Explicit goals, partnerships with child,
previewing, engamement, individualization, teachable moments
Detect, Reflect, Connect
Effective Game-based Learning
Embedded teaching in games Practice in games for real-world skills Going outside of the game as a part of the game Collaborative game play - learning social skills
and leadership Discussion and modding outside of the game
Improving generalization by building it into the games
New games such as IF (If You Can)
• For improving social awareness and self-control skills
Innovations in technology to create brain change such as a Akili and other potential tools
Cogmed Working Memory training Lumosity/ other brain-training tools Still very limited, and the critics of
brain training tools are quite vocal
Limitations of using popular games and technologies to improve executive
functions
• Lack of peer-reviewed research• Difficulty in tracking engagement and progress in
the game and relating it to real-world skills and improvement
• Skills that are practiced may be less focused or lack intensity and duration
• Extraneous information and objectives that occur within the game
• Focuses on fun and not skill development• Attitude of educators and researcher is often
negative and skeptical• No evidence of generalizability
Thank You
Contact info: Learningworksforkids.com www.facebook.com/LearningWorksForKid
s Twitter- @lw4k @rkulman Pinterest.com/lw4k 401-515-2006 [email protected]